Use this grid to shade the numbers in the way described. Which numbers do you have left? Do you know what they are called?
Ben’s class were cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?
How will you work out which numbers have been used to create this multiplication square?
This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!
A game for 2 people. Use your skills of addition, subtraction, multiplication and division to blast the asteroids.
A game for 2 people using a pack of cards Turn over 2 cards and try to make an odd number or a multiple of 3.
There is a clock-face where the numbers have become all mixed up. Can you find out where all the numbers have got to from these ten statements?
This problem is based on a code using two different prime numbers less than 10. You'll need to multiply them together and shift the alphabet forwards by the result. Can you decipher the code?
Can you each work out the number on your card? What do you notice? How could you sort the cards?
The clockmaker's wife cut up his birthday cake to look like a clock face. Can you work out who received each piece?
Take the number 6 469 693 230 and divide it by the first ten prime numbers and you'll find the most beautiful, most magic of all numbers. What is it?
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
Suppose we allow ourselves to use three numbers less than 10 and multiply them together. How many different products can you find? How do you know you've got them all?
This task offers an opportunity to explore all sorts of number relationships, but particularly multiplication.
What is the lowest number which always leaves a remainder of 1 when divided by each of the numbers from 2 to 10?
A game for 2 or more players with a pack of cards. Practise your skills of addition, subtraction, multiplication and division to hit the target score.
Can you arrange 5 different digits (from 0 - 9) in the cross in the way described?
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
Can you find different ways of creating paths using these paving slabs?
Here are the prices for 1st and 2nd class mail within the UK. You have an unlimited number of each of these stamps. Which stamps would you need to post a parcel weighing 825g?
Your vessel, the Starship Diophantus, has become damaged in deep space. Can you use your knowledge of times tables and some lightning reflexes to survive?
The Scot, John Napier, invented these strips about 400 years ago to help calculate multiplication and division. Can you work out how to use Napier's bones to find the answer to these multiplications?
What is happening at each box in these machines?
How would you find out how many football cards Catrina has collected?
This article for teachers looks at how teachers can use problems from the NRICH site to help them teach division.
This article for teachers describes how modelling number properties involving multiplication using an array of objects not only allows children to represent their thinking with concrete materials,. . . .
If you had any number of ordinary dice, what are the possible ways of making their totals 6? What would the product of the dice be each time?
The Man is much smaller than us. Can you use the picture of him next to a mug to estimate his height and how much tea he drinks?
Start by putting one million (1 000 000) into the display of your calculator. Can you reduce this to 7 using just the 7 key and add, subtract, multiply, divide and equals as many times as you like?
Twizzle, a female giraffe, needs transporting to another zoo. Which route will give the fastest journey?
If the answer's 2010, what could the question be?
Are you resilient enough to solve these number problems?
This task combines spatial awareness with addition and multiplication.
This challenge combines addition, multiplication, perseverance and even proof.
Four Go game for an adult and child. Will you be the first to have four numbers in a row on the number line?
In this article for primary teachers, Lynne McClure outlines what is meant by fluency in the context of number and explains how our selection of NRICH tasks can help.
This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
In November, Liz was interviewed for an article on a parents' website about learning times tables. Read the article here.
How would you count the number of fingers in these pictures?
In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.
Find the next number in this pattern: 3, 7, 19, 55 ...
Go through the maze, collecting and losing your money as you go. Which route gives you the highest return? And the lowest?
What do you notice about the date 03.06.09? Or 08.01.09? This challenge invites you to investigate some interesting dates yourself.
Can you design a new shape for the twenty-eight squares and arrange the numbers in a logical way? What patterns do you notice?
Amy has a box containing domino pieces but she does not think it is a complete set. Which of her domino pieces are missing?
Number problems at primary level that require careful consideration.
Number problems at primary level that may require resilience.
This number has 903 digits. What is the sum of all 903 digits?
Use your logical reasoning to work out how many cows and how many sheep there are in each field.
Using the statements, can you work out how many of each type of rabbit there are in these pens?